School Practitioners Research Articles

Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic

Strategic government interventions in public education have shifted and blurred the boundaries between state, market and civil society modes of governance. Within this matrix of interdependent relations, schools operate under increasingly hybrid accountability arrangements in which public accountability can both complement and compete with market and social regimes and their associated institutional logics, goals, values and mechanisms. During the first wave of the COVID-19 pandemic, however, national governments implemented a wide range of emergency measures which had consequences for the mixes and layers of school accountabilities. This article examines the principal policy changes in Denmark, England and Italy. Drawing on state theories and the concept of ‘hybrid accountability’, semi-structured interviews with national and local policymakers and school practitioners were analysed thematically. While cultural nuances exist between the cases, our findings reveal that state interventions reinforce a public–professional accountability hybrid and hierarchies of control and command within and outside networks. Concomitantly, state non-interventions and the distinct underlying institutional logics associated with national large-scale assessments suggest policy inertia with implications for professional accountability and institutionalised change. Future research might investigate whether educators’ experiences influence the direction of national and local accountability policy reforms in a post-pandemic era.

Practitioners’ perceptions of pedagogical leadership in primary schools in the Czech Republic

ABSTRACT The role and importance of pedagogical leadership have been recognized in a number of research findings. In order to understand how practitioners in primary schools perceive the main features of pedagogical leadership in practice, a questionnaire survey was applied in five Czech primary schools. This questionnaire addressed eight dimensions of pedagogical leadership on a 9-point Likert scale from two different aspects: the importance and the evidence. Importance refers to the value given to the dimensions, and evidence refers to achievement and existence. Fifty partitioners participated in this research. The statistical analysis of research data revealed that, in most cases, the participative dimension of pedagogical leadership is considered the most important dimension. The research confirmed that pedagogical leadership should be a process of participation, learning and supporting that enhances the satisfaction of all stakeholders.

Examining the Challenges and Practices of our Russian Partners in the Institution of Teacher Librarianship

Examining international teacher librarianship enables school library researchers and practitioners to continue uncovering the institutional factors that impact school librarianship; further strengthening the case for cross-cultural partnerships. In 2015, researchers conducted an institutional ethnography confirmatory study of school librarianship in Moscow, Russia. Emergent themes culled from previous research and confirmed in this new study were: collaboration, literacy, instruction, technology integration, and the learning environment. Confirmation of these themes in Russian school librarianship indicates teacher librarians around the world struggle with strikingly similar challenges despite varied contexts and socioeconomic situations.

A DEMOGRAPHIC PERSPECTIVE ON UNIVERSITY LECTURERS’ USE OF INFORMATION COMMUNICATION TECHNOLOGIES IN TEACHING

The study sought to establish the use of information technology in literacy instruction by university lecturers. The focus was on the main demographic factors which significantly impact on the use of Information Communication Technologies (ICTs) in literacy instruction. The following variables were of interest: age, gender, highest qualification attained, work experience, tenure and employment status. The research was carried out at Great Zimbabwe University (GZU), a university in Masvingo Town, Zimbabwe. A descriptive survey was used as research design. Interviews and questionnaires were used as data collection instruments to eighty (80) lecturers from the Robert Mugabe School of Education and Culture based at GZU. The current study rides on the knowledge gap that previous studies had a tendency to look at primary and secondary school practitioners’ use of ICT and yet the problem could be at institutions of higher learning. The research looked at GZU’s perspective or policy to the use of ICT, teaching /learning outcomes for both students and lecturers, impediments to the use of technology and uses of technology by both lecturers and students. Quite significant therefore, is the fact that the research empowers all stakeholders to redirect their efforts to address the use of technology to enhance literacy instruction in institutions of higher learning. The results of the study revealed that there is less use of ICTs by lecturers in teaching and learning at the Robert Mugabe School of Education and Culture, Great Zimbabwe University. Variables such as age and gender were seen to affect the use of ICTs. Educational and academic qualifications and use of ICTs had an inverse relationship whereby an increase in one’s educational/academic qualifications showed a decrease in the use of ICTs. It is recommended that the university has to come up with a clear policy to guide lecturers on the use of ICTs in research, lecture preparation and presentation and assessment. Members of staff (Lecturers) were to frequently attend refresher workshops and seminars on the use of ICTs in education. It is also envisaged that personal computers and laptops are availed to teaching members’ offices and computer laboratories. This would result in effective teaching and research.
 
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Longitudinal Associations Between School Engagement and Bullying Victimization in School and Cyberspace in Hong Kong: Latent Variables and an Autoregressive Cross-Lagged Panel Study

Although previous research has indicated an association between school engagement and adolescent victimization, its causal direction has not been determined, particularly in Chinese and East Asian cultural contexts. This study used a longitudinal panel data to explore the likely causal direction between school engagement and adolescent victimization in the context of school and cyberspace. Three hundred fifty-six students and their homeroom teachers in lower secondary school (Grades 7–9) in Hong Kong participated in a 2-wave panel study with a 9-month time interval. Students provided self-report information on their experiences with school violence and cyberbullying, and their homeroom teachers assessed their students’ engagement in school. The results of latent variables and autoregressive cross-lagged panel analysis suggested that school engagement at wave 1 was a significant predictor of school victimization at wave 2, but school victimization at wave 1 did not predict school engagement at wave 2. Similarly, school engagement at wave 1 was a significant predictor of cyberbullying victimization at wave 2, but school victimization at wave 1 did not predict school engagement at wave 2. These findings were also relevant for both sexes. The findings demonstrated that school engagement could be a protective factor against adolescent exposure to violence in school and cyberspace in Hong Kong. The findings informed school practitioners in Hong Kong that increasing student engagement in school could be a key strategy to reduce students’ risk of being bullied in school and cyberspace.

Developing a relationship with nature and place: the potential role of forest school

Outdoor learning provides an opportunity for schools to foster children’s engagement with nature. This paper focusses on forest school practitioners’ perceptions of children’s development of a relationship with nature and the place where forest school occurs, through interviews with forest school activity leaders. Reflecting on literature, the analysis of interviews sought to identify the processes through which attachment to place or connection to nature occurs. The findings suggest that through regular and repeated activities in a natural setting at forest school, children become more relaxed, overcome any fears, have fun, connect with nature as they come to know it better, and develop an affinity for the location. Further, they develop a sense of ownership and concern for the forest school setting and desire to protect it. For some forest school practitioners, fostering a relationship with nature and place, and developing pro-environmental behaviour, is a fundamental part of their practice.

The Core Values of Information Literacy in the Ubiquitous Information Society

This research aims to study the perception of school practitioners on the core values of information literacy in the ubiquitous information society. An information literacy framework has been proposed that includes four dimensions and eleven derived standards. Seventeen focus group discussion sessions were conducted to gain an understanding of the views of school practitioners. The research findings show that information literacy education should be designed with the humanistic rationale of guiding learners to develop information processing skills, which requires both cognitive capability and the associated affective elements. Students should further develop in the meta-cognitive and socio-cultural domains.

A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health

Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical outcomes that are associated with EBPs. This paper illustrates how to leverage concepts from improvement science and implementation science to develop learning school systems dedicated to enhancing the infrastructure capacity of a school to advance the implementation and sustainment of EBPs. In particular, we discuss how treatment integrity (extent to which an EBP is delivered as designed) and youth mental health outcome data are (a) collected, (b) analyzed and interpreted and (c) fed back into the school system to increase organizational supports and promote school practitioners’ behavior change to produce improvements in youth mental health outcomes. We also discuss psychological safety among the people within a school system as a key characteristic of a learning school system. We then present a theory-informed approach to learning school systems to demonstrate how data generated by a learning school system can lead to precise and effective plans that continuously improve implementation and result in the eventual sustainment of EBPs. We conclude with a brief research agenda with concrete steps toward realizing the potential of learning school systems to support the implementation and sustainment of EBPs for mental health problems.

An investigation of media Ruangguru as educational online platform in studying English

Ruangguru is one of the educational online platforms that has existed in Indonesia since 2014. The application which focused on education-based services became the new phenomenon of online learning that attracted students’ attention, especially in this 4.0 era. Thus, the main objective of this research was to investigate the use of the medium Ruangguru as an educational online platform and the student's perspective on the use of Ruangguru in learning English. The sample of the study was 10 students in the ninth grade at SMP IT Nurul Ishlah Banda Aceh. The data were collected and analyzed by using a descriptive qualitative design. The results showed that the students felt convenient in using Ruangguru, for the reason that it could be accessed through mobile phone anytime and anywhere. Based on the students’ perspective, Ruangguru was quite interesting and it could attract students’ attention in learning English for the reason that it provided visual animation which made the learning atmosphere became fun. The results of the study were expected to become a reference for school practitioners, parents, students, and general readers to find the learning aids that are compatible with the sophistication of technology and information update in learning English.

Evaluating Interventions that Improve Participation in Chores in Children and Youth with Disabilities: A Systematic Review

ABSTRACT The purpose of this systematic review is to describe current evidence regarding interventions that improve the participation and performance of chores in children and youth with disabilities from the ages of 3 to 21. A systematic review of articles published between 2000 and 2019 was conducted using the PRISMA-P systematic review methodology. An a priori PICO framework was used to search databases, article reference lists, and selected journals. Chosen articles were annotated, evaluated for risk of bias, and synthesized to develop recommendations for school and early intervention practitioners. Titles and abstracts of 632 articles were reviewed and 7 articles that evaluated interventions that improve performance of chores in children and youth met inclusion criteria. There is evidence to support the use of occupation-based intervention, care-giver coaching, cognitive-behavioral strategies, and technology supports in occupational interventions to improve performance of chores in children and youth with disabilities and improve their long-term outcomes.

A Multilevel Model of the Association Between School Climate and Racial Differences in Academic Outcomes.

This study examined the relationships between school-level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self-reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics.

Examining schools as learning organizations: an integrative approach

Purpose The purpose of this study is to examine the applicability of Watkins and Marsick’s model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school’s capacity as a learning organization to leverage improvement in school performance. Originality/value The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

Putting Theory Into Practice: A Conceptual Framework for Career Group Counseling in School Settings

ABSTRACT Given the known benefits of group counseling for school-aged individuals, career group counseling has arguably been an under-utilized modality for providing career development services in school settings. This article synthesizes concepts from Social Cognitive Career Theory, constructivism, and group process to provide a conceptual framework for this work. An illustrative example provides a detailed description of a career counseling group for practitioners in schools to reference in their own approach to career group counseling. Practical and theoretical considerations and implications for this work are discussed.

Measure What You Treasure: Elevating the Work of Architects in the Academy

In 1981, Tom Wolfe offered an answer to a question posed by this special issue of JAE: what is the value of the built work of architects in the academy? How do architecture schools, or “compounds” as Wolfe called them, value those faculty who collaborate with clients, consultants, and contractors to get designs built? Describing the rise of theorists over practitioners in postwar schools, Wolfe argued:

A pilot practice-based outcomes evaluation of low-intensity cognitive behavioural interventions delivered by postgraduate trainees to children and young people with mild to moderate anxiety or low mood: an efficient way forward in mental health care?

AbstractAnxiety and depression affect a significant number of children and young people (CYP) and can have a far reaching and long-lasting impact. Cognitive behavioural (CB) interventions can be effective for treating anxiety and depression in CYP but are difficult to access. Recent government policy in England seeks to train a non-traditional graduate workforce to deliver a range of CB interventions for mild to moderate anxiety and depression to CYP, in community settings. This practice-based evaluation aimed to estimate the effectiveness of CB interventions delivered by postgraduate trainees undertaking training in a range of CB interventions for mild to moderate anxiety and depression whilst on placement in schools or community Child and Adolescent Mental Health Services (CAMHS). Self- and parent-reported routine outcome measures (ROMS) were completed pre- and post-intervention, including measures of symptom severity, symptom impact and goal achievement. Significant improvements were demonstrated across all self and parent-reported measures post-intervention, with mean scores falling firmly in the non-clinical range, a significant reduction in the proportion of CYP in the clinical range on measures, and predominantly medium to large effect sizes. Results are promising in terms of the capacity to train a graduate workforce to deliver a range of low-intensity CB interventions to CYP experiencing mild to moderate depression or anxiety-based difficulties in either CAMHS or school settings, increasing capacity across the system. The current practice-based evaluation also supports the potential effectiveness of current training models/programmes. Further research is needed in terms of long-term outcomes and to compare outcomes between settings, interventions, and demographic groups.Key learning aims(1)To understand the potential prevalence rates of mental health difficulties in children and young people in England, and their wider impact.(2)Critical awareness of the evidence base for cognitive and behavioural interventions for depression and anxiety in children and young people.(3)Awareness of gaps in access to evidence-based psychological interventions for children and young people in England.(4)Knowledge of emerging graduate-level low-intensity psychological practitioner roles in England.(5)Awareness of the emerging evidence base for the estimated effectiveness of low-intensity cognitive and behavioural interventions delivered to children and young people by graduate-level practitioners in schools and community mental health settings.

Perceptions of Directly Targeting SEL Learning Skills in Public Education

Social and emotional learning (SEL) has garnered increasing attention across education over the last decade. The continual decline in the mental health of students in PK-12 education, in light of the widespread impact of the COVID-19 pandemic, has forced school districts nationwide to re-examine their reliance on student performance data as measured by high-stakes standardized tests. This is particularly true for students in underserved populations who were among the greatest impacted. Many schools in districts across the nation have begun to examine SEL and its impact on student performance. Despite numerous studies highlighting the benefits of SEL programming, school administrators and teachers still struggle with implementing the practices in their classrooms and campuses. This research sought to identify current perceptions of SEL held by public school practitioners. Practitioner understanding of SEL was based on a ranking of key SEL skills needed for student success. Perceptions regarding potential barriers and with whom the responsibility for directly targeting SEL skills lies were also examined. A non-experimental survey design was utilized to compare data between two groups of public education practitioners: teachers and administrative staff. Overall, it was determined that educators, for the most part, agree on what SEL skills make a student successful; however, reported barriers to implementation and designation of the individual responsible for directly teaching SEL skills differed between the two groups.

LEXICALLY-BASED APPROACH IN ELT: A State of the Art

This paper explores the most recently issues in English language teaching known as lexically-based approach and discusses the current issues and promising contributions to L2 teaching development. Internationally, the perspective is afforded as the demands of current settings and necessities in the context of ELT, particularly the ones consider English as their second and foreign language usage. The diversion of ELT contexts in the world might trigger the imbalance use of teaching approaches, strategies, techniques and teaching model. Therefore, in bridging the gap of the imbalance, this paper suggests some worthy-applied approaches which might be taken as considerations. EFL practitioners, teachers, students, curriculum makers and school practitioners in the level of junior, senior high school and university can incorporate the proposed lexically-based approaches in their teaching and conduct research on the effectiveness of the approaches and techniques they utilize. The effect of chunking, the learning of formulaic phrases, collocation instruction and conscious awareness of learning lexicon can add a different dimension to teaching that may result in better L2 proficiency.

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

ABSTRACT Purpose This study probes educational leaders and practitioner’s views about social integration with newly arrived im/migrant and refugee students. A sociological perspective of education is used in conjunction with a thematic analysis of neoliberal approaches to diversity management and its social implications for the health and well-being for im/migrant students. Methods An interview study with 15 educational leaders and practitioners in schools and recreational centres was carried out. Thereof, seven department heads, three principals, and five educators. Data-production consisted of a semi-structured interview guide about practitioners’ views on social integration. Results The results of the study indicate that there is a tendency to emphasize academic achievement and individual effort in compulsory education and in voluntary settings. The im/migrant students’ needs for help, assistance with social and psychological support are viewed as obstacles to social integration. Conclusions Findings suggest universal approaches to diversity management in education tend to stress individual agency but fail to acknowledge individuals’ lack of control over structural factors. The organizational structure of schooling creates both affordances and obstacles for social integration beyond the control of the individual which add to the burden of social integration on the individual im/migrant students.

Dealing children a helping hand withBook of Beasties: The mental wellness card game

Aim(s)Play contributes uniquely to effective learning and the development of children’s socio-emotional skills. This study investigated Book of Beasties: A school-based, socio-emotional intervention centred around a card game which aims to improve children’s emotional literacy and wellbeing through playful learning. Exploratory research was conducted to determine its potential as an effective resource for school staff and other professionals working in school settings with responsibility for supporting pupils’ mental health.MethodA single case study comprised one London primary school. Four children (aged eight to nine years; two boys and two girls) received the intervention. Qualitative data were collected from session observations, a focus group with children and semi-structured interviews with school staff (the delivery agents) and parents/carers. Data were collated and thematically analysed.FindingsIntegrated findings suggested intervention recipients had benefitted in terms of increased socio-emotional skills and wellbeing. Child and adult participants agreed that Book of Beasties was valuable and acceptable and thus socially valid. Specific components which contributed to the intervention’s effectiveness were elicited. These included fantasy elements of the game and sensory-focused activities.LimitationsData were collected from a single, volunteer school. The class teacher (delivery agent) selected the children who received the intervention, potentially biasing the findings.ConclusionsExploratory research indicated that Book of Beasties was a promising resource for practitioners in schools and can contribute to the evidence-based socio-emotional literature. A full evaluation using both quantitative and qualitative methods was recommended to examine intervention effectiveness on socio-emotional outcomes, process issues and potential adaptations.

Using a cross-cultural conception of play to explore the perspectives of parents of Somali heritage and primary school practitioners in an English primary school

AimThis research explored perspectives of play according to parents of Somali heritage and primary school practitioners, in an English primary school. At its core, it aimed to investigate the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children. The broader contentious concern of the role of play in early years and primary education was also explored.MethodFocus group discussions drew on cross-cultural conceptions of play, to explore how parents of Somali heritage children and primary school practitioners perceive the relationship of play to children’s development and learning, with consideration for their own experiences of childhood.FindingsFocus group data were analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this research highlight shared and individual definitions of play, competing benefits of play, and the importance across cultures of play being intrinsically motivated.LimitationsA small sample of participants is represented and all participants were female.ConclusionsImplications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service, and policy level.